The Learning University: Towards a New Paradigm? |
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˹éÒ 10
After the bids ( or offers ) and planning statements came in to the UFC and had
been analysed by panels of advisers , there followed a period of confusion and
acute consternation late in 1990. The Council announced that bids were ...
After the bids ( or offers ) and planning statements came in to the UFC and had
been analysed by panels of advisers , there followed a period of confusion and
acute consternation late in 1990. The Council announced that bids were ...
˹éÒ 55
Planning statements to the UFC in 1990 provide startling evidence of how far ,
and by British standards how rapidly , modularization has caught on . The
impression is confirmed by an enquiry conducted for the CVCP among its
members by ...
Planning statements to the UFC in 1990 provide startling evidence of how far ,
and by British standards how rapidly , modularization has caught on . The
impression is confirmed by an enquiry conducted for the CVCP among its
members by ...
˹éÒ 64
subset , the new universities of the 1960s , tend to make more of their flexibility
and interdisciplinarity than do the older foundations , although these two terms
have wide currency through most of the planning statements for 1991–2 to 1994-
5 .
subset , the new universities of the 1960s , tend to make more of their flexibility
and interdisciplinarity than do the older foundations , although these two terms
have wide currency through most of the planning statements for 1991–2 to 1994-
5 .
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Old Assumptions and New Practices I | 1 |
Change and Higher Education the New Discourse | 15 |
Mission Aims and Objectives What May Be New? | 28 |
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academic academic staff activities adult aims appear appraisal areas arrangements association become bids British central centres Chapter claim colleges commitment competence concerned continuing education Council courses culture curriculum demand departments direction distinct especially examine formal full-time funding further Government groups HEIs higher education idea important increase individual industry initial institutions kinds less lifelong learning look major mature means measures ment mention mission modularization nature needs non-traditional numbers objectives offers older Open organization paradigm part-time partnership perhaps planning statements polytechnics practice present professional programmes questions refer regional require responsibility role sense separate shift social society staff development standards success teaching tion traditional undergraduate Unit universities widening wider young